List of Contributors

Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals

ISBN: 978-1-78441-265-4

ISSN: 1479-3687

Publication date: 18 September 2014

Citation

(2014), "List of Contributors", Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals (Advances in Research on Teaching, Vol. 21), Emerald Group Publishing Limited, Bingley, pp. vii-viii. https://doi.org/10.1108/S1479-368720140000021014

Publisher

:

Emerald Group Publishing Limited

Copyright © 2014 Emerald Group Publishing Limited


Lori Czop Assaf Texas State University, San Marcos, TX, USA
María Estela Brisk Boston College, Chestnut Hill, MA, USA
Mary Carol Combs University of Arizona, Tucson, AZ, USA
Peter Farruggio University of Texas Pan American, Edinburg, TX, USA
Mary Fuchs American School of the Hague, Wassenaar, The Netherlands
Anne Homza Boston College, Chestnut Hill, MA, USA
Craig A. Hughes Central Washington Univ., Ellensburg, WA, USA
Tatyana Kleyn City College of New York, New York, NY, USA
Althier Lazar St. Joseph’s University, Philadelphia, PA, USA
Minda Morren López Texas State University, San Marcos, TX, USA
Sandra I. Musanti University of Texas at Brownsville, Brownsville, TX, USA
Alcione N. Ostorga University of Texas Pan American, Edinburg, TX, USA
Alma D. Rodríguez University of Texas at Brownsville, Brownsville, TX, USA
David Schwarzer Montclair State University, Montclair, NJ, USA
Suniti Sharma St. Joseph’s University, Philadelphia, PA, USA
Janet Smith Edscape Consulting, Arlington, MA, USA
Mary Soto California State University Chico, Chico, CA, USA
Jan Valle City College of New York, New York, NY, USA
Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals
Advances in Research on Teaching
Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals
Copyright Page
List of Contributors
About the Editors
Introduction
Chapter 1 Pedagogies of Discomfort: Shifting Preservice Teachers’ Deficit Orientations toward Language and Literacy Resources of Emergent Bilingual Students
Chapter 2 Developing Deeper Understandings of Diversity: Service Learning and Field Experiences Combine for Generative Learning of Bilingual/ESL Preservice Teachers
Chapter 3 “Porque sé los dos idiomas.” Biliteracy Beliefs and Bilingual Preservice Teacher Identity
Chapter 4 Monolingual Teacher Candidates Promoting Translingualism: A Self-Study of Teacher Education Practices Project
Chapter 5 Discovering Best Practices for Bilingual Teacher Preparation: A Pedagogy for the Border
Chapter 6 Modeling Collaborative Teaching in Teacher Education: Preparing Pre-service Teachers to Teach All Students
Chapter 7 Preparation to Practice: What Matters in Supporting Linguistically Responsive Mainstream Teachers
Chapter 8 Preparing Latina/o Bilingual Teachers to Teach Content in Spanish to Emergent Bilingual Students on the US–Mexico Border
Chapter 9 A Self-Study of Teacher Educator Practice: Strategies and Activities to Use with Authentic Texts
Chapter 10 Annotated Lesson Plans: The Impact on Teacher Candidate Preparation for Emergent Bilingual Students
Chapter 11 “Performing Goofiness” in Teacher Education for Emergent Bilingual Students
About the Contributors